Final assignment II

Running head: PERSONAL PHILOSOPHY OF EDUCATION 1

Personal philosophy of education

Felver Stokes

Mississippi Valley State University

EC 400

Dr. Tate

January 12, 2022

PERSONAL PHILOSOPHY OF EDUCATION 2

In relation to the four education philosophies, education has taken various directions with

different perspectives and beliefs. Some philosophers feel that education should be student-

oriented while others view it as teacher-oriented as well as a collaboration between the teacher

and the students. However, the difference sets in at the type of curriculum, the mode of teaching,

and even the content itself. Considering personal beliefs and experiences, it is prudent for

education to be a sort of collaboration between the teachers and the students. The students

relying on themselves in most cases does not work well as compared to cases where both the

teachers and the students participate in learning.

Considering perennialism, the perennialist educators value rational and critical thinking.

Discipline and organization are key in a perennialist's class. Notably, on a personal level, critical

thinking is key in learning. In most instances, students not only learn to master content but also

learn to be able to think critically and reason in life experiences and provide solutions to real-life

problems (Howick, 1980). Significantly, considering personal beliefs and experiences in relation

to Essentialism, it feels much better to expose the students to the basic skills at the onset of

learning. Essentialism philosophy upholds the teaching of basic skills. Here, the mind is trained

on given skills. Additionally, from experience and practices, conducting assessments are vital in

assessing the level of understanding of the students in each area. Essentialism gives room for

assessments and better performance is directly linked to better understanding hence promotion to

the next level.

Considering the philosophy of Romanticism, natural goodness is upheld with civilization

as a barrier. In this type of philosophy, the gaining of knowledge is through intuition rather than

deduction (Howick, 1980). Based on self-experience and beliefs, learning on intuition is not

possible in most instances and is not reliable as compared to procedural and learning based on

PERSONAL PHILOSOPHY OF EDUCATION 3

instructional strategies. On the contrary embracing technological advancements in learning

activities is key to me as a teacher. Since the world progresses, learning must progress too.

Therefore, technological use in learning is key. Similarly, the romanticism philosophy does not

follow any curriculum; the students decide on what to learn and take full charge of their learning.

Looking into social reconstructionism, the philosophy puts emphasis on the various social

questions with the motive of creating a worldwide democracy and a society that is better

(Seetharamu, 1978). Generally, the curriculum of this philosophy focuses on social reforms.

Based on self-belief, embracing collaboration in the education system is fundamental. I

strongly believe that teachers working together with students will always result in better

performance, better understanding, and work made easier. On the same note, creating a

respectful rapport between the teachers and the students is key. The learners at all instances

should feel free with the teacher to ask any questions for clarity purposes if need be (Seetharamu,

1978). On the aspect of discipline, preventative discipline works best for me as it involves setting

expectations or guidelines and the accepted code of conduct in the school environment so as to

maintain good morals and behaviors in the school. Additionally, laying down instructional

strategies, setting curriculum as well as incorporating technology use forms the basic parts of my

learning activities.

Generally, the philosophy of essentialism relates more to my beliefs and experiences. The

styles give a sequential knowledge of the past and gradual advancement until the present-day

society. Here, students are taught by teachers and later assessed to test for sufficient

understanding. Upon successful tests, the students are promoted to another technical level

advancing their studies. This, therefore, calls for collaboration, respectful rapport, instructional

strategies, and the use of preventive discipline as well as technology.

PERSONAL PHILOSOPHY OF EDUCATION 4

References

Howick, W. H. (1980). Philosophies of education

https://eric.ed.gov/?id=ED191397

Seetharamu, A. S. (1978). Philosophies of education. APH Publishing.

https://books.google.co.ke/books?hl=en&lr=&id=e4QpDPB9cAEC&oi=fnd&pg=PR

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